Integrating the TPACK framework in the English Productive Skills with English Teachers at “Ana Páez Educative Unit”
Through the times, technology has been winning a lot of space into the educational system. Teachers need to be updated with Information and Communication Technologies (ICT) so that students can adapt to their environment and learn the topic around the current events. This is how the Technological Pe...
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| Formato: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Ecuador |
| Recursos: | Universidad Técnica de Cotopaxi |
| Repositorio: | Repositorio Universidad Técnica de Cotopaxi |
| Idioma: | inglés |
| OAI Identifier: | oai:oai:repositorio.utc.edu.ec:27000:27000/8228 |
| Acesso em linha: | http://repositorio.utc.edu.ec/handle/27000/8228 |
| Access Level: | acceso abierto |
| Palavra-chave: | TPACK FRAMEWORK PRODUCTIVE SKILLS VIRTUAL LEARNING LINGUISTICS |
| Resumo: | Through the times, technology has been winning a lot of space into the educational system. Teachers need to be updated with Information and Communication Technologies (ICT) so that students can adapt to their environment and learn the topic around the current events. This is how the Technological Pedagogical and Content Knowledge (TPACK) framework appeared as a help for teachers to introduce technology in class correctly. The purpose of this research was to analyze the TPACK framework and the English productive skills in the teaching-learning process combining the technological, pedagogical, and content knowledge. That is why, this report is descriptive, explanatory, and non-experimental. Additionally, It used the mixed method to obtain results that evidenced its importance. The beneficiaries were the English teachers’ staff who work at Ana Páez Educative Unit located in San Felipe, Latacunga. The proposal was a Virtual Course using a Learning Management System called milaulas.com, giving the opportunity of applying this framework through the use of applications such as Padlet, Jamboard, Edpuzzle, and Plickers that can enhance productive skills. A pre-test and a post-test were the instruments that helped to conclude that English teachers do not have enough knowledge about technological tools that they can work with students. However, after using the TPACK framework and the applications mentioned, they have the essence about how to introduce the three most important aspects such as 1. what to teach (Content Knowledge), 2. How to teach (Pedagogical Knowledge), and 3. what ICT tool to use (Technological Knowledge). It means that the teaching-learning process needs a correct relationship to obtain a better understanding, and consequently, it enhances the teaching competencies. Finally, this research has a linguistic, and pedagogical implication because the TPACK framework contributed to productive skills development. |
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